PLEASE COME IN, FIND A SEAT, MAKE A NAME TENT, AND RELAX. · Deductive and Inductive Reasoning 84 Inductive Reasoning. Frames. Math. Example. Example . Whole Class Example. Google

PLEASE COME IN, FIND A SEAT, MAKE A NAME TENT, AND RELAX.

Welcome!

CURRICULUM DIFFERENTIATION THROUGH

DEPTH A ND COMPLEXITY

Presented byDaniel Bri l lh art

GT Update: Depth & Complexity Framework Part 1 (Grades)

Who Is This Person?

y 27 years – starting the 28th{ 2 – high school government{ 5 – 6th grade{ 10 – 4th grade{ 10 – TAG (Talented and Gifted)

y Depth and Complexity Historyy Cell Phone

Need for Differentiation

“The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual, and thus feel justified in teaching them the same subjects in the same ways.”

- Howard Gardner

� Prepare lessons and units that meet or exceed the state standards using the depth and complexity framework and tools

� Employ the prompts/dimensions/icons of depth and complexity to differentiate student thinking about any core content

� Learn about and practice integrating other components of the Depth & Complexity Framework – including Content Imperatives, Universal Concepts & Generalizations, and Disciplinarian Thinking

� Use 21st century learner skills in lessons and units that encourage students to think and problem solve like disciplinarians and professionals.

Intended Learning Outcomes!

Depth & Complexity Other Components

1. Creating an Environment

2. Differentiation: What it is & What it isn’t

3. Thinking Tools: ICONS1. Depth and

Complexity2. Content

Imperatives

4. Implementing ICONS

1. Introducing ICONS

2. Frames3. Lessons/Task

Statements

1. Differentiated Task Statements

2. Becoming an Expert

3. Individualized Learning

4. Universal Concepts

5. Generalizations

6. Other

Framework Overview

Depth & Complexity Framework

Differentiation: Not just a “gifted” word

y Amounty Peer Interactiony Teacher Interactiony Curriculum

Asynchronous Development

Below 3rd Grade 3rd Grade Above 3rd Grade

XPhysical

XAge

XIntellectual

XSocial

XEmotional

OPhysical

OAge

OIntellectual

OSocial

OEmotional

Qualitative Differentiation

To proactively plan and carry out various approaches to

content, process, product, and environment

in anticipation and response to differences in students’

readiness, interests, and learning needs.

Pathways

Academic Rules

yWe respect individuality.yEveryone gets an equal opportunity.yEveryone is expected to be challenged.yEveryone is expected to improve.yEveryone is expected to do his/her best.

Academic Rules

Respect

Everyone is expected to

improve.

Everyone is expected to be

challenged.

Everyone is expected to do his/her best.

Everyone gets an equal opportunity

to learn.

Scholarly Behaviors

Systems

SYSTEMS

y The main topic is “Teaching with Icons.”y Have a discussion in

groups of four.y This activity will take

about 5 minutes.

Conversational Roundtable

o Dr. Sandra Kaplan, University of Southern California, Bette Gould, Sheila Madsen

o CA Golden State Exam, AP and IB Programs

o Inherent in all disciplines of studyo Increases sophistication of

content o Fosters the skills necessary to

think critically, analytically and creatively

o Positively impacts gifted and non-gifted student understanding across the disciplines

Depth and Complexity and the Content Imperatives

Why Use Depth & Complexity

ICONS

Icons of Depth and Complexity

Icons of Depth and Complexity

Icons of Depth and Complexity

Icons of Depth and Complexity

Icons of Depth and Complexity

Icons of Depth and Complexity

Icons of Depth and Complexity

Icons of Depth and Complexity

Icons of Depth and Complexity

Icons of Depth and Complexity

Icons of Depth and Complexity

ICONS

Content Imperatives

Content Imperatives

Content Imperatives

Content Imperatives

Content Imperatives

Depth

y Refers to approaching or studying something from the concrete to the abstract, from the known to the unknown.

y Requires students to examine topics by determining the facts, concepts, generalization, principles and theories related to them.

Complexity encourages students to

y Relate concepts and ideas at a more sophisticated levely See associations among diverse subjects, topics or

levelsy Find multiple solutions from multiple perspectives

T H E F R A M E W O R K A L L O W S F O R A D I F F E R E N T I A T E D E X P E R I E N C E

F O R A L L L E A R N E R S , F R O M A L L A G E S A N D A L L S U B J E C T S .

Start with your curriculum!(Step 1)

ICONS (Step 2)

ICONS: How to Begin

Remember, the icons are tools to challenge learners to venture deeper and to broaden their understanding of the areas of study. y Post all of the icons in your room to show that you value

the icons as intellectual tools.

y Look for appropriate icons within your lessons.

y Integrate 1 or 2 icons into your lessons.

y Add icons to worksheets.

ICONS: How to Begin

y Use icons as graphic organizers.

y Use the Big Idea icon to summarize or end lessons.

y When you “brainstorm” during a lesson, use the icons to label the information on the chart.

y Allow the students to choose their own icons to develop their own questions for study.

ICONS: How to Begin

y Use the icons in center activities and to differentiate the tasks at the centers.

y Frame anything: teacher, student, story, concept, chapter, lesson, poem, art, etc. (this will be covered later on today)

y Use icon cards/blocks for discussion purpose.

Figure 19

Math TEKS Process Standards

Task

y Break participants into four groups{ Math{ Science{ Social Studies{ ELA

y Choose TEKS – find two or three icons that would help you in teaching these TEKS

Frame Example (preview)

Other Resources

Q-3 Cards

y Use your grade level content (What are you teaching at the beginning of the school year?)

y Each person needs a Q3 from the set giveny Take some time to develop a question related to your

standard/content from your content y Beginning with the person at the table who traveled

the shortest distance today, ask the table group your question.

Q3 Cards

y What did the card bring to your subject area planning?

But remember, We are not teaching the icons; we are teaching

concepts to new levels of depth and complexity using pictures to stand for the thinking strategies.

Depth and complexity in NOT a program.

Icons…

y Depth & Complexity - prompts (icons) that help students better understand the curriculum by eliciting levels of reasoning as a means to acquire and apply knowledge. This repetitive reasoning creates patterns in the brain where children make and understand deep and complex connections.

y These prompts were defined as the common features to each discipline. (Burker, 2003)

y Referred to as “Thinking Curriculum” because it increased the level of challenge for all students. (CDE, 2005)

Academic Discipline: Fields with departments, graduate programs, and professional associations (Burker, 2003).

Icons

y Depth and Complexity represented an approach to curriculum differentiation for gifted students, that originated from a California Department of Education document in 1994. (CDE, 2005)

Derived from 3 sourcesÙ 1) A review of Advanced Placement curriculum and assessmentÙ 2) A study of California Golden State Exam requirementsÙ 3) Conventional wisdom about the accelerated needs of gifted students

and the nature of academic disciplines

(Experts’ perspectives on the Application and Relevancy of Depth and Complexity to Academic Disciplines of Study; Lauer, Joanna

L. A Dissertation Presented to the Faculty of the USC Rossier School of Education, University of Southern California, August 2010.)

& TEKS

At its foundation the TEKS demand students to think in

deeper ways about content.

& 21st Century

Learner

21st Century Skills focus on critical thinking & problem solving skills, collaboration, effective communication, imagination, technology skills, and ability to adapt.

& Universal Design

Universal Design for Learning (UDL) was developed to counteract the “one size fits all” learning approach pervading US Schools over the past several years.

INTEGRATING THE PROMPTS INTO GRADE LEVEL LESSONS– ONE AT A TIME

In Isolation: Details and Patterns

While reading, listen for details that impact

the story, such as characters, setting,

problem and solution.

While reading, listen for patterns that occur over and over. Listen for the events or behaviors that

repeat and can be predicted.

Identify the pattern of events and character behavior by listening to a picture book read aloud. Participate in a group discussion to share your understanding and create a visual using pictures and words to share your findings with the group.

Examples

Examples

Kindergarten Read and Respond Log

y Students should be reading one book each night (or one chapter if they are reading a chapter book). It is okay to take turns reading independently and letting a parent read aloud. Write responses using complete sentences.

y Monday Title of my book ___________________________________ In your story, what details do you see? Look for details about a character or a setting.

y Tuesday Title of my book ___________________________________ What is the big idea of your story? Is there a theme, such as friendship or loyalty? How do you know?

y Wednesday Title of my book _________________________________ Think of one thing that happened in your story. Now look at it from a different perspective How would a different character feel?

y Thursday Title of my book __________________________________ Are there any unanswered questions in your story? Is there something that you don’t find out about? Does the character have any unanswered questions?

Lesson Plans

Narratives

Social Studies

Insert Math POTD Samples

Reading Response Example

Reading Response Example

Story Map

Frames

Frame Yourself

Frame Example (preview)

Frame Example (preview)

Framing Walk Through

Deductive and Inductive Reasoning82

Deductive Reasoning

Use to guide

questions about a subject.

Deductive and Inductive Reasoning84

Inductive Reasoning

Frames

Math

Example

Example

Whole Class Example

Google Docs

PEGS

Practice Time

y Create frame based on upcoming unit{ Start with the TEKS{ Match Icons to TEKS{ Change verbiage of TEKS to differentiate task

Other Structures

Dramatic Structure

Dramatic Structure

Double E

ntry Journal

Double E

ntry Journal

Double E

ntry Journal

Cornell Notes

Cornell Notes

Cornell Notes

Frayer Model

Frayer Model

Thinking Maps

From text

From head

Text+

Head

Student Derived

Fostering Critical Thinking: Integrating Critical Thinking Skills and The Prompts of Depth and Complexity

1st Read: Describe the Big Idea

2nd Read:Prove with evidence how the author feels about the topic

3rd Read:Explain the influence of the author’s point of view

Foldable

Newsela Article

y Details (1st)y Big idea (1st)y Multiple perspectives (2nd)y Language of the discipline (3rd)

Newsela Article

y Annotate with all iconsy Have students partner up and talk about differences

in icon annotations

Icon Sort

y With your group, sort the icons into three groupsy Draw on a piece of chart paper and posty Gallery walk{ What similarities{ What differences

The Differentiation Equationfor all levels of learners

y Thinking Skills - T/S yDepth & Complexity - D/CyContent - CyResearch/Resources - RyProduct - P

T/S + (D/C) C+ R + P

Differentiation Equation = Task Statement

To develop learning objectives for individualized instruction

ThinkingSkills

+ Differentiationof Content

+ Resources/Research Skills

+ Product

T/S C + D/C & C/I R/S P

•Identify•List•Define•Describe•Solve•Compare•Categorize •Create•Design•Redesign•Judge with Criteria•Prove with Evidence

•Language Arts•Math•Science•Social Science•Art•Music****************•Sequence of Events•Author’s Point of View•Literary Elements•Culture•Exploration•Human Body•Electricity•Magnetism•Ecology•Fractions•Decimals

•Reading•Observing•Writing•Solving•Listening****************•Textbook•Scope/Story Works•Primary Document•Article•Video•Book on Tape•Internet•Discover Education•interview

•Advertisement•Brochure•Chart•Comic book•Commercial•Diary entry•Discussion•Display•Graph•Game•Glossary•Journal •Model•Mobile•Multimedia Presentation•Newspaper Article•Philosophical Chair•Report•Time line

Differentiation Equation = Task Statement

To develop learning objectives for individualized instruction

ThinkingSkills

+ Differentiationof Content

+ Resources/Research Skills

+ Product

T/S C + D/C R/S P

Sequence Events of the story + Reading text Cause and effect chain

Identify attributes

Characters + Novel/picture book

Dramatization

Prove with evidence

Word Origins + Text, Dictionary, Thesaurus

Diagram

Differentiation Equation = Task Statements

T/S + (D/C) C + R + P

Example (Social Studies)

Students will analyze the American Revolution through Change Over Time and Ethics through the use of the textbook and primary sources to take a position

on how revolutionary the American Revolution actually was in a debate.

Learning Objective

Task Statement [T/S + (C + D/C & C/I) + R/S + P]Content T/S C + D/C & C/I R/S P

Sequence Events of the story + Reading text Cause & effect chain

Identify Characters + Novel/ DramatizationAttributes picture book

Prove with Word origins + Text/ Diagram evidence dictionary

Lang

uage

A

rts

Learning Objective

Task Statement [T/S + (D/C + C) + R/S + P]

Students will ______ _ the _________ _______ (thinking skills - T/S) (dimension of differentiation - D/C)

related to the study of________________________ . (content - C)

Students will get/organize information by ___________ (resources/research skills - R/S)

and share their findings by/in ___________________ . (product - P)

The Differentiator

y Byrdseed.com

Fostering Critical Thinking: integrating Critical Thinking Skills and The Prompts of Depth and Complexity

y4 (5) Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to:y(A) represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity;

Justify the reasonableness of solutions to multistep problems by working with a classmate to evaluate each other’s solutions. Use details and the language of the discipline to construct a viable argument.

Fostering Critical Thinking: Integrating Critical Thinking Skills and The Prompts of Depth and Complexity

Describe the patterns within multiplication. Use manipulatives to create models to help you understand the concept of multiplication. Research with a partner to find evidence of multiplication in the real world. Share your findings with the class.

Create Your Own…

y Create a grade-level objective.y Use the Differentiated Equation/Task Statement

formula T/S + (C + D/C & C/I) + R/S + P

Creating a Tiered Lesson

y Identify the subject for the lessony Identify the objective that you are targetingy Identify the key concept and generalizationy Determine the area you will tier: { the content – what you want the students to learn{ the process – the way the students make sense of the content{ the product – the outcome of the lesson

y Determine how many tiers you will need y Tier according to readiness (below, at, above grade level)y Create on-level task first then adjust up and down

Example

y Determine what characters are like by what they say and do and how the author portrays them…

Task Statement [T/S + (C + D/C) + R/S + P]Level T/S C + D/C R/S P

Above Comp/Contrast main characters text w/partner graphic organizer

Core Comp/Contrast main character text w/partner graphic organizerpresentation

Below Comp/Contrast main character text w/small group graphic organizervolunteer

Create Your Own Tiered Lesson

y Determine the area you will tier:

{ the content – what you want the students to learn

{ the process – the way the students make sense of

the content

{ the product – the outcome of the lesson

Icon

ic P

rom

pt Prompts are used in isolation to provide specific focus for student learning Ic

onic

Set

/Cou

ples Prompts are

used together, paired in a set to provide increased sophistication or complexity of the study

Icon

ic I

nter

sect

ions Intersections

blend two prompts. Two prompts are combined to elicit critical thinking enabling students to determine the consequences of the two prompts joining together.

Icon

ic P

athw

ay

Simple to Complex

Several Prompts are used to provide a pathway that fosters critical and analytical thinking which ultimately yields increased understanding of the study

Combining the Icons: Sets and Intersections

Who can elaborate and describe the

details of the pattern?

How do the details of the pattern relate to the big idea

“One change leads to another?”

Details of the

Pattern

Details of the Pattern

and big ideas

Iconic Pathway

The Stranger

y Choose an icon to guide your thinking to lead you to the big idea.

y Example:

{ Examining ________ helps me see _________.

Iconic Pathway

High School Literature Circles

Revisit SYSTEMS

� It is concluded from myriad specific purposes that the disciplinarians communicated in this study that Depth and Complexity is a conceptual ‘toolkit.’*

� …when applying concepts of Depth and Complexity to the study of disciplines, …students are being prompted to think in similar ways that disciplinarians do when engaging in research and scholarly work.*

� Paivio’s “dual-coding” (1991), which states that pictures hold an advantage over words because they can be encoded using both verbal and visual pathways…

* from Lauer, Joanna, Experts’ Perspectives on the Application and Relevancy of Depth and Complexity to Academic Disciplines of Study, c 2010

*

Research from Joanna Lauer’s Dissertation on Professionals’ Responses to the Prompts of Depth & Complexity, 2010

Now What?

y Integrate at least 1 or 2 icons into your lessons daily

y Understand that the Depth & Complexity icons are only part of the Depth & Complexity Framework.

y The main topic is “My Plans to

Incorporate Icons.”y Have a discussion in

groups of four.y This activity will take

about 5 minutes.

Conversational Roundtable

Depth & Complexity Resources

J Taylor Educationwww.jtayloreducation.com

Email: info@jtayloreducation.com

Free ICON Downloads

Coupon Code: kerrville

Final Share

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